Lift Maltings

What Ofsted said

From the inspection on 24 March 2026

Pupils are increasingly proud of their school. They value the positive relationships and calm environment. Overall, they get on well together and welcome others into their school community. Some pupils, including those with special educational needs and/or disabilities (SEND), join the school at a later stage than others. Together with their peers, these pupils receive effective pastoral support to help keep them safe. Most pupils are keen to learn. Typically, they respond well to the school’s high expectations of their conduct in lessons and around school. Any barriers to pupils' learning are identified quickly and managed by staff. Although pupils' achievement is improving, some pupils do not achieve as well as they could. Occasionally, support for pupils with SEND is not precise enough. When this happens, pupils do not engage in their learning as well as they could. Sometimes, pupils fall behind because they are regularly absent, and so they struggle to catch up. Frequent absentees do not benefit fully from the school’s well-planned personal development opportunities. Overall, pupils with SEND and those who have previously disrupted educational experiences grow in confidence as they build readiness to learn. Pupils are polite and typically respectful in their interactions with others. If any pupils misbehave, support is put in place quickly. Bullying is not tolerated. Pupils know that staff will act to prevent it. Pupil anti-bullying ambassadors take their roles seriously. In these and other pupil leadership roles, many pupils become positive role models for their peers. Pupils learn about the fundamental British values, such as democracy and the rule of law. They appreciate individual differences and recognise the dangers of misinformation and social media. A well-considered careers education programme means that pupils understand their post-16 options. They leave well prepared for their next steps in education, employment or training and for life in modern Britain.

What the school should improve

• Leaders should ensure that consistently high-quality teaching leads to improved standards of achievement for all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils.
• Leaders should ensure they continue to support staff in implementing reasonable adjustments and adaptations to the curriculum, so that pupils with SEND and those who are disadvantaged consistently receive the precise support they need.
• Leaders should continue to embed the school's approaches to teaching, including ensuring all teachers use their checks on learning consistently well to address any gaps in pupils' knowledge.
• Leaders and the trust should continue to work closely with families to strengthen their systems for identifying and removing barriers to pupils’ attendance, so that more pupils attend school regularly.

Read the full Ofsted report (opens in a new tab)